Differentiating Different Types of Cognitive Load: a Comparison of Different Measures

Educational Psychology Review

Volumn 30, Issue 2, 2018, Pages 503-529

  Korbach, Andreas ^a   Brünken, Roland ^a   Park, Babette ^a  

^a SAARLAND UNIVERSITY   (Germany)

Author keywords

Cognitive load measurement; Eye tracking; Index of cognitive activity; Rhythm method

Indexed keywords

EID: 85016552640     PISSN: 1040726X     EISSN: 1573336X     Source Type: Journal    
DOI: 10.1007/s10648-017-9404-8     Document Type: Article

References (80)

1. Ayres, P. (2006). Using subjective measures to detect variations of intrinsic cognitive load within problems. Learning and Instruction, 16, 389–400.
2. Beckmann, J. F. (2010). Taming a beast of burden—on some issues with the conceptualization and operationalization of cognitive load. Learning and Instruction, 20, 250–264.
3. Brünken, R., Plass, J. L., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist, 38, 53–61.
4. Brünken, R., Plass, J., & Leutner, D. (2004). How instruction guides attention in multimedia learning. In H. Niegemann, R. Brünken, & D. Leutner (Eds.), Instructional design for multimedia learning. Proceedings of the EARLI SIG 6 Biannual Workshop 2002 (pp. 113–125). Waxmann: Erfurt, Germany.
5. Brünken, R., Moreno, R., & Plass, J. (2010a). Current issues and open questions in cognitive load research. In J. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. 253–272). New York: Cambridge University Press.
6. Brünken, R., Seufert, T., & Paas, F. (2010b). Measuring cognitive load. In J. L. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. 181–202). New York: Cambridge University Press.
7. Choi, H. H., van Merrienboer, J. J. G., & Paas, F. (2014). Effects of the physical environment on cognitive load and learning: towards a new model of cognitive load. Educational Psychology Review, 26, 225–244.
8. Clark, R. E., & Clark, V. P. (2010). From neo-behaviorism to neuroscience: perspectives on the origins and future contributions of cognitive load research. In J. L. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. 203–229). New York: Cambridge University Press.
9. De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional Science, 38, 105–134.
10. De Leeuw, K., & Mayer, R. (2008). A comparison of three measures of cognitive load: evidence for separable measures of intrinsic, extraneous, and germane load. Journal of Educational Psychology, 100, 223–234.
11. Debue, N., & Van De Leemput, C. (2014). What does germane cognitive load mean? An empirical contribution to the cognitive load theory. Frontiers in Psychology, 5, 1099.
12. Demberg, V., Sayeed, A., Mahr, A., & Müller, C. (2013). Measuring linguistically-induced cognitive load during driving using the ConTRe task. Proceedings of the 5th International Conference on Automotive User Interfaces and Interactive Vehicular Applications (AutoUI), Oct 2013 (pp. 176–183). Eindhoven, The Netherlands.
13. Ekstrom, R. B., French, J. W., Harmann, H. H., & Dermen, D. (1976). Manual for kit of factor-referenced cognitive tests. Princeton: Educational Testing Service.
14. Folker, S., Ritter, H., & Sichelschmidt, L. (2005). Processing and integrating multimodal material—the influence of color coding. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of 27th annual conference of the cognitive science society (pp. 690–695). Mahwah: Lawrence Erlbaum.
15. Garner, R., Gillingham, M. G., & White, C. S. (1989). Effects of “seductive details” on macroprocessing and microprocessing in adults and children. Cognition and Instruction, 6, 41–57.
16. Garner, R., Brown, R., Sanders, S., & Menke, D. J. (1992). “Seductive details” and learning from text. In K. A. Renninger (Ed.), The role of interest in learning and development (pp. 239–254). Hillsdale: Erlbaum.
17. Goetz, E., & Sadoski, M. (1995). ‘Commentary: The perils of seduction: Distracting details or incomprehensible abstractions?’: reply. Reading Research Quarterly, 30, 518–519.
18. Gopher, D., & Braune, R. (1984). On the psychophysics of workload: why bother with subjective measures? Human Factors, 26, 519–532.
19. Haider, H., & Frensch, P. A. (1999). Eye movement during skill acquisition: more evidence for the information-reduction hypothesis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 172–190.
20. Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: a theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 414–434.
21. Hart, S. G., & Staveland, L. E. (1988). Development of NASA-TLX (Task Load Index): results of empirical and theoretical research. In P. A. Hancock & N. Meshkati (Eds.), Human mental workload (pp. 139–183). Amsterdam: North-Holland.
22. Hegarty, M. (1992). Mental animation: Inferring motion from static displays of mechanical systems. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 1084–1102.
23. Hegarty, M., Kriz, S., & Cate, C. (2003). The roles of mental animations and external animations in understanding mechanical systems. Cognition And Instruction, 21, 325–360.
24. Hoffman, B., & Schraw, G. (2010). Conceptions of efficiency: applications in learning and problem solving. Educational Psychologist, 45, 1–14.
25. Holmqvist, K., Nyström, M., Andersson, R., Dewhurst, R., Jarodzka, H., & Van De Weijer, J. (2011). Eye tracking—a comprehensive guide to methods and measures. New York: Oxford University Press.
26. Huck, S. W. (2012). Reading statistics and research. Boston: Pearson Education.
27. Jarodzka, H., Scheiter, S., Gerjets, P., & Van Gog, T. (2010). In the eyes of the beholder: how experts and novices interpret dynamic stimuli. Learning and Instruction, 20, 146–154.
28. Just, M. A., & Carpenter, P. A. (1993). The intensity dimension of thought: pupillometric indices of sentence processing. Canadian Journal of Experimental Psychology, 47, 310–339.
29. Kalyuga, S. (2011). Cognitiv load theory: how many types of load does it really need? Educational Psychology Review, 23, 1–19.
30. Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1–17.
31. Korbach, A., Brünken, R., & Park, B. (2016). Learner characteristics and information processing in multimedia learning: a moderated mediation of the seductive details effect. Learning and Individual Differences, 51, 59–68.
32. Laeng, B., Ørbo, M., Holmlund, T., & Miozzo, M. (2011). Pupillary stroop effects. Cognitive Processing, 12, 13–21.
33. Lehman, S., Schraw, G., McCrudden, M. T., & Hartley, K. (2007). Processing and recall of seductive details in scientific text. Contemporary Educational Psychology, 32, 569–587.
34. Leppink, J., Paas, F., Van der Vleuten, C. P. M., Van Gog, T., & Van Merrienboer, J. J. G. (2013). Development of an instrument for measuring different types of cognitive load. Behavioral Research Methods, 45, 1058–1072.
35. Leppink, J., Paas, F., Van Gog, T., Van der Vleuten, C. P. M., & Van Merrienboer, J. J. G. (2014). Effects of pairs of problems and examples on task performance and different types of cognitive load. Learning and Instruction, 30, 32–42.
36. Magner, U. I. E., Schwonke, R., Aleven, V., Popescu, O., & Renkl, A. (2014). Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments. Learning and Instruction, 29, 141–152.
37. Marshall, S. (2007). Identifying cognitive state from eye metrics. Aviation, Space, and Environmental Medicine, 78, B165–B175.
38. Marshall, S., Pleydell-Pearce, C., & Dickson, B. (2003). Integrating psychophysiological measures of cognitive workload and eye movements to detect strategy shifts. HICSS ‘03 Proceedings of the 36th Annual Hawaii International Conference on System Sciences (pp. 1–6). Big Island, Hawaii.
39. Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
40. Mayer, R. E. (Ed.). (2005). The Cambridge handbook of multimedia learning. Cambridge University Press: New York.
41. Mayer, R. E. (2009). Multimedia learning. Cambridge: University Press.
42. Mayer, R. E. (2010). Unique contributions of eye-tracking research to the study of learning with graphics. Learning and Instruction, 20, 167–171.
43. Mayer, R. E. (2014). Incorporating motivation into multimedia learning. Learning and Instruction, 29, 171–173.
44. McInerney, D. M., & Sinclair, K. E. (1991). Cross cultural model testing: inventory of school motivation. Educational and Psychological Measurement, 51, 123–133.
45. Moreno, R. (2006). Does the modality principle hold for different media? A test of the method-affects-learning hypothesis. Journal of Computer Assisted Learning, 22, 149–158.
46. Moreno, R., & Park, B. (2010). Cognitive load theory: historical development and relation to other theories. In J. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. 9–28). New York: Cambridge University Press.
47. Münzer, S., Seufert, T., & Brünken, R. (2009). Learning from multimedia presentations: facilitation function of animations and spatial abilities. Learning and Individual Differences, 19, 481–485.
48. Oberauer, K., Süß, H. M., Schulze, R., Wilhelm, O., & Wittmann, W. W. (2000). Working memory capacity—facets of a cognitive ability construct. Personality and Individual Differences, 29, 1017–1045.
49. Paas, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: a cognitive-load approach. Journal of Educational Psychology, 84, 429–434.
50. Paas, F., & Van Merrienboer, J. G. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6, 351.
51. Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. M. (2003a). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38, 63–71.
52. Paas, F., Renkl, A., & Sweller, J. (2003b). Cognitive load theory and instructional design: recent developments. Educational Psychologist, 38, 1–4.
53. Park, B. (2010). Testing the additivity hypothesis of cognitive load theory. Dissertation, Saarbrücken: Universität des Saarlandes. http://scidok.sulb.uni-saarland.de/volltexte/2010/3478/.
54. Park, B., & Brünken, R. (2015). The rhythm method: a new method for measuring cognitive load—an experimental dual task study. Applied Cognitive Psychology, 29, 232–243.
55. Park, B., Moreno, R., Seufert, T., & Brünken, R. (2011). Does cognitive load moderate the seductive details effect? A multimedia study. Computers in Human Behavior, 27, 5–10.
56. Park, B., Plass, J. L., & Brünken, R. (2014). Cognitive and affective processes in multimedia learning. Learning and Instruction, 29, 125–127.
57. Park, B., Knörzer, L., Plass, J. L., & Brünken, R. (2015a). Emotional design and positive emotions in multimedia learning: an eye-tracking study on the use of antropomorphisms. Computers & Education, 86, 30–42.
58. Park, B., Flowerday, T., & Brünken, R. (2015b). Cognitive and affective effects of seductive details in multimedia learning. Computers in Human Behavior, 44, 267–278.
59. Park, B., Korbach, A., & Brünken, R. (2015c). Do learner characteristics moderate the seductive-details-effect? A cognitive-load-study using eye-tracking. Journal of Educational Technology & Society, 18, 24–36.
60. Park, B., Münzer, S., Seufert, T., & Brünken, R. (2016). The role of spatial ability when fostering mental animation in multimedia learning: an ATI-study. Computers in Human Behavior, 64, 497–506.
61. Plass, J. L., Moreno, R., & Brünken, R. (2010). Cognitive load theory. New York: Cambridge University Press.
62. Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124, 372–422.
63. Rayner, K., Li, X., Williams, C. C., Cave, K. R., & Well, A. D. (2007). Eye movements during information processing tasks: individual differences and cultural effects. Vision Research, 47, 2714–2726.
64. Reichle, E. D., Rayner, K., & Pollatsek, A. (2003). The E-Z Reader model of eye-movement control in reading: comparisons to other models. Behavioral and Brain Sciences, 26, 445–526.
65. Rey, G. D. (2012). A review of research and a meta-analysis of the seductive details effect. Educational Research Review, 32, 133–144.
66. Rey, G. D. (2014). Seductive details and attention distraction—an eye tracker experiment. Computers in Human Behavior, 32, 133–144.
67. Sanchez, C. A., & Wiley, J. (2006). An examination of the seductive details effect in terms of working memory capacity. Memory & Cognition, 34, 344–355.
68. Schmeck, A., Opfermann, M., Van Gog, T., Paas, F., & Leutner, D. (2015). Measuring cognitive load with subjective rating scales during problem solving: differences between immediate and delayed ratings. Instructional Science, 43, 93–114.
69. Schmidt-Weigand, F., Kohnert, A., & Glowalla, U. (2010). A closer look at split visual attention in system- and self-paced instruction in multimedia learning. Learning and Instruction, 20, 100–110.
70. Schwalm, M. (2009). Pupillometry as a method for measuring mental workload within an automotive context. Dissertation, Saarbrücken: Universität des Saarlandes. http://scidok.sulb.uni-saarland.de/volltexte/2009/2082/
71. Schwalm, M., Keinath, A., & Zimmer, H. D. (2008). Pupillometry as a method for measuring mental workload within a simulated driving task. In D. De Waard, F. Flemisch, B. Lorenz, H. Oberheid, & K. Brookhuis (Eds.), Human factors for assistance and automation (pp. 75–88). Masstricht: Shaker.
72. Smith, A. & Ayres, P. (2014). The Impact of persistent pain on working memory and learning. Educational Psychology Review, 26, 245–264.
73. Sweller, J. (1999). Instructional design in technical areas. Camberwell: ACER Press.
74. Sweller, S. (2010). Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load. Educational Psychology Review, 22(2):123–138
75. Sweller, J., Van Merrienboer, J. G., & Paas, F. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251–296.
76. Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer.
77. Thorpe, S., Fize, D., & Marlot, C. (1996). Speed of processing in the human visual system. Nature, 381(6582), 520–522.
78. Underwood, G., Hubbard, A., & Wilkinson, H. (1990). Eye fixation predict reading comprehension: The relationships between reading skill, reading speed, and visual inspection. Language And Speech, 33, 69–81.
79. Van Gog, T., Kirschner, F., Kestner, L., & Paas, F. (2012). Timing and frequency of mental effort measurement: Evidence in favor of repeated measures. Applied Cognitive Psychology, 26, 833–839.
80. Xie, B., & Salvendy, G. (2000). Prediction of mental workload in single and multiple tasks environments. International Journal of Cognitive Ergonomics, 4, 213–242.